The Effect of Text Genre on Parent Use of Joint Book Reading Strategies to Promote Phonological Awareness

Presenter: Chia-Ying WuInstructor: : Dr. Pi-Ying HsuDate: October 29, 2012

Citation

• Stadler, M. A., & McEvoy, M. A. (2003). The effect of text genre on parent use of joint book reading strategies to promote phonological awareness. Early Childhood Research Quarterly, 18, 502-512.

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Contents

Introduction

Literature review

Methodology

Result & Discussion

Reflection

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Introduction• The phonological awareness is the most

critical emergent literacy skill.

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Purpose - to determine how parents interact with their

preschool children during joint book reading activities when the stimuli, or specific text features of picture books, was varied

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Literature review• Most children learn phonological awareness

through interactions with their caregivers as they talk and read with them.

(Adam, 1990; Teale, 1986; Wells,1985)

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Literature review• The majority of studies of point book reading

have demonstrated a significant effect for receptive and/or expressive vocabulary growth.

(Debaryshe,1993; Lonigan,1998; Whitehurst,1985;

Wells,1994; WhiTehurst et al., 1994)

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HypothesesH1: Would parents use a higher frequency and greater variety of “word play” strategies, when reading rhyming/alliteration books than when reading storybooks?

H2: : Is this effect would be similar for parents of children without language impairments those with language impairments?

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Rhyming

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Easy Rhyming Poems by Douglas King

AlliterationMacho Pursuits

Sliding, slipping, gliding, tripping

If ice skating's too exhilarating

Try cake icing, it's quite exciting

Slapping, slopping, frosted topping.

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MethodologyParticipants

Without language impairments

= 24 = 31

Age :54-66

With language impairments

= = 12 = 5

Age: 55-65

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Methodologyparticipants

With language impairments

Average age: 31

Education: 13 years

Without language impairments

Average age: 34

Education: 15 years

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MethodologySetting• In a University Communication Disorders clinic• videotape

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Methodology Storybook Alphabet-rhyming book

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MeasuresDemographic questionnaire

1. Child’s birth date:___

2. Gender: □boy □girl

3. Name:_______

4. Age: ________

5. Relationship: _______

6. Language: ________

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MeasuresParent behaviors• Content

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verbal/non-verbal

characters events setting

MeasuresParent behaviors• form

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phonological awareness

letter rhyme

MeasuresParent behaviors• form

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print concepts

letter word

MeasuresParent behaviors• form

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book concepts

page read

ProceduresThe parents need to read four books for theirchildren.

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alphabet books storybooks

Result

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Parents of typically developing children used significantly more phonological awareness behaviors when reading the alphabet book, but not the narrative book.

Result

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Parents of children with language impairments talked as much about the content of both book as did parents of children without impairments.

Parents of children with language impairments used fewer phonological awareness reading behaviors than parents of typically developing children.

Result

Hypotheses Supported

H1: Would parents use a higher frequency and greater variety of “word play” strategies, when reading rhyming/alliteration books than when reading storybooks?

H2: : Is this effect would be similar for parents of children without language impairments those with language impairments?

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Discussion• The text genre affects reading behaviors.

• Parents rarely used important phonological awareness behaviors when reading storybooks.

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Reflection• The researcher only scored the parent

behaviors.

• This paper result can help parents and teachers to choose and share joint books to young children.

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Thanks for listening.

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